Watershed Awareness using Technology and Environmental Research for Sustainability (WATERS)

The WATERS project is developing and researching a student-centered, place-based, and accessible curriculum for teaching watershed concepts and water career awareness for students in the middle grades. This 10-lesson unit includes online, classroom, and field activities. Students use a professional-grade online GIS modeling resource, simulations, sensors, and other interactive resources to collect environmental data and analyze their local watershed issues. The WATERS project is paving a path to increased access to research-based, open access curricula that hold the potential to significantly increase awareness of and engagement with watershed concepts and career pathways in learners nationwide.

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Each student team researches and reports on one of the National Marine Sanctuaries and completes a thought-provoking worksheet to compare and contrast their sanctuary with the others.

This resource was created by Cindy Selhorst, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

The goal of this laboratory is to help students understand that burning fossil fuels, which results in an increase in the acidity of ocean waters, has a detrimental impact on marine life (specifically coral but also other organisms that have calcium carbonate based shells).

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Students will explore time series plots and raw data to understand the role of sea surface temperature increases on arctic ice melt. This is part three of a four-part activity on polar science. The activity builds on the knowledge gained in Using Data and Images to Understand Albedo (part 2). Extension activities examining air and sea surface temperature in relation to changing Earth albedo are included. Information is provided on data access using the NOAA Earth System Research Laboratory Web site. This activity is one of several learning activities connected with the 2007 GLOBE Earth system poster.

This is a teacher demonstration used to show an example of kinetic molecular energy using food coloring and water. The students are also given opportunity to develop their own questions and tests.

During this module students use multiple experiences (reading, video,
the outdoors, a survey of their water footprints, writing, and lots of
discussion) to examine how life today, in comparison to pre-industrial
times, makes our connections to water virtually invisible. Students use
the class's water footprint results to find out how agricultural and
industrial water uses link us to people distant in both place and time.
They weigh the consequences of these invisible connections in creating
the lost sense of dependence and responsibility that typifies
unsustainability. Students study the variability of water footprints
within our class to help identify more sustainable personal choices.
They consider the activity of a local watershed association to educate
and involve people in improving the quality of local streams as a model
of how community action can accomplish what individuals cannot.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Students test and observe the "self-cleaning" lotus effect using a lotus leaf and cloth treated with a synthetic lotus-like superhydrophobic coating. They also observe the Wenzel and Cassie Baxter wetting states by creating and manipulating condensation droplets on the leaf surface. They consider the real-life engineering applications for these amazing water-repellent and self-cleaning properties.

This lab allows students to explore some of the properties and effects of water. Students may choose from 9 options to complete 3 mini lab assignments. Each lab can be completed at home, with common household materials. The properties of mechanical weathering, erosion, density, transportation of pollution, pressure, water as a universal solvent and capillary action are included. Students also have the option to design their own experiment for a property of water of their choice. A water use inventory is also included to help students understand how much water is overused and how they can decrease water waste. The water use inventory is targeted at students in Utah, but can easily be adapted to any location.***Please have your students click "File" then "Make a Copy" to access each google doc. They will then be able to add their answers to their own copy.***

In this lesson, students will learn about the water cycle and how energy from the sun and the force of gravity drive this cycle.

A satire on the failure of the combined efforts of Henry Clay, Daniel Webster, John Calhoun, and Nicholas Biddle to thwart Andrew Jackson's treasury policy. In 1833 Jackson ordered that federal deposits be removed from the Bank of the United States, a controversial action that utlimately led to the Bank's destruction. To the right, beneath columns marked "Pensylvania," "Virginia," "New York," and "Georgia," sits Andrew Jackson smoking a clay pipe and conversing with Jack Downing. Behind him are strong boxes of "Deposites" the topmost of which is marked "Foundation for a National Bank." Leaning on them is the figure of Liberty with a staff, liberty cap and flag reading "Public confidence in Public funds." At her feet is an eagle with shield, arrows and lightning bolts. Downing: " . . . Gineral, this is a real shiver de freeze! You've sent Clay to "pot" eny how "nullified Calhoun," made "Webster" a "shuttle cock and busted Biddle's Bank biler!" Jackson: "Aye, Aye, Major Downing they thought they'd give us a dose of Congress Water, but they find what we're "Bent on" and we've given 'em a hard Poke into the bargain!" He refers to support for his program spearheaded in Congress by Missouri Senator Thomas Hart Benton. On the left a marble-based water fountain explodes, hurling aside (clockwise from upper left) Nicholas Biddle, Daniel Webster, Henry Clay, and John Calhoun. Biddle: "The fountain from the which my current springs or else dries up to be discarded thence,--" Webster: "Thus vaulting ambition doth o'er leap itself and falls on t'other side." Clay: "Sic transit gloria mundi. "Le jeu est fait, The game is up." Calhoun (losing his cockaded hat and bayonet): "United "we" stand, divided I fall. Fonte nulla fides." Also thrown from the fountain are a "National Gazette," "Ginger bread," a bottle of "Boston Pop," and a plank "American System." ":Explosion. . ." is one of the few satires favorable to Jackson on the Bank issue. It is very similar in terms of composition and draughtsmanship to another pro-Jackson satire "The Downfall of Mother Bank" (no. 1833-9), and could easily be by the same artist. Both are signed with the commonly-used pseudonym "Zek Downing." "Explosion" was recorded as deposited for copyright on February 1, 1834.|Drawd off after natur by the real Zek Dowining Neffu . . . .|Entered Southern District of New York 1834 by Anthony Imbert. |Title appears as it is written on the item.|Weitenkampf, p. 36.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1834-6.

Students read an article titled "The Sixth Extinction" by Niles Eldredge on past mass extinctions and the current rate of loss of species. The instructor can choose from a suite of activities which include having students respond to discussion and extension questions about the article, write an essay on the article defending Eldredge's view, create an extinction chart, and debate the actions of stakeholders faced with an endangered species vs. human water needs scenario. Students will need to research additional references to complete the activities and be prepared to defend their positions.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Managing wastewater is a major logistical puzzle that impacts the environment, the climate, and public health. While metropolitan wastewater typically undergoes complex processing and sanitation, rural livestock wastewater is often simply composted for fertilizer, but composting can release harmful contaminants like ammonia, CO₂, and methane. One way to still capture the nutrients with fewer harmful byproducts is by cultivating microalgae, which actually absorb CO₂ via photosynthesis rather than producing it. But how do microalgae impact pathogens? A recent pilot study using raw piggery wastewater found that microalgae cultivation dramatically reduced the pathogen load while also triggering a dramatic shift in the overall bacterial community composition. Further investigation using the most abundant pathogen, Oligella, found that the microalgae weren’t impacting Oligella directly. Rather, microalgae cultivation reduced Oligella abundance through a network of other bacterial species..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

In this unit, students will learn about multiple ecosystems and the human impact to these systems as they follow migratory fish through their life cycles. As students study migratory fish, they will learn about the ecosystems of the rivers, Long Island Sound estuary, and the Atlantic Ocean. In this way, students will develop an understanding of the complex interactions between these ecosystems as well as their interdependent relationships in our global water system enabling the survival of these world travelers. This engaging thematic curriculum unit is designed for students of 3rd through 6th grades to explore the more complex ecosystems of the Long Island Sound watershed. This unit builds upon a prior unit I wrote called, “Just Ask! Exploring Marine Life of Long Island Sound.” /curriculum/units/2013/4/13.04.02.x.html

Through this study, students will learn the fundamental principles and interactions between multiple ecosystems and the marine creatures that swim within them. As students develop an appreciation and deeper understanding of these marine creatures and each ecosystem, students will more fully understand the significance of the human impact of these systems and be inspired to invest in potential solutions. This problem based unit will build core knowledge of watershed science, our global water system, and the migratory fish that move through these marine environments as students ask questions, read, write and investigate these topics.

In this video segment adapted from Interactive NOVA, astronaut John Young experiences extreme temperatures on the Moon that are a result of the Moon's low gravity and lack of atmosphere.

Throughout this lesson, students will discover how the lens in your eye helps focus light. First, students will discuss the parts of the eye and how these parts work together to allow us to see. Then, students will use a clear plastic bag filled with water to create a model of an eyeball to investigate how the lens in your eye helps focus light. This lesson results from the ALEX Resource Gap Project.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Below is a table showing the approximate boiling point of water at different elevations: Elevation (meters above sea level)Boiling Point (degrees Celsi...

This image is a indicator of the importancE of protecting our forest resources. Illegal cutting of trees for urban expnasion, agricultural or any other huan activities should not be condonded. Forests should be protected as they have an important role in soil and water conservation.

Research physical scientist, Dr. Dalia Kirschbaum, is featured in this short (~3 min.) video. Dr. Kirschbaum explains how the integration of her initial interest in math and her subsequent interest in the science of natural disasters lead to her career focus of landslide modeling. Now part of the NASA Global Precipitation Measurement (GPM) team, she communicates about the GPM mission and data to the public and to others who use it in their work and/or research.

SYNOPSIS: In this lesson, students learn about how climate change is affecting flood risk in New Jersey.

SCIENTIST NOTES: In this lesson, students will learn about the common causes of flooding, how towns and cities can mitigate the effects of flooding, and how climate change is partially impacting flooding. As a note, another way climate change will impact flooding is by increasing the rates of prolonged drought and heavy rainfall. The videos and articles included in this lesson are accurate. The final article touches a lot more on emotions and a teenager’s perspective but includes key facts with references on the side. This resource is recommended for teaching.

POSITIVES:
-This lesson creates a collaborative learning environment for students as they build model houses and test their flood mitigation tactics.
-Students will develop a strong connection to self and community through viewing the impact of increased flooding in New Jersey.
-This lesson allows for creativity, design, engineering, and free thinking.

ADDITIONAL PREREQUISITES:
-Prior to the lesson, the teacher must have:
-Cardboard
-Scissors
-Tape/glue
-Modeling clay
-Sand
-Cement
-Sponges
-Plastic wrap
-Plastic tubs
-Pitchers of water
-These materials can be recycled or donated. Possible substitutions include Play-Doh instead of modeling clay, buckets/cups instead of pitchers, tinfoil instead of plastic wrap, etc. Materials are not set in stone and can be substituted with similar materials as needed.
-You can explain more about the causes of sea level rise prior to the lesson. This video may be helpful to show before teaching this lesson.

DIFFERENTIATION:
-Groups of students with mixed abilities can collaborate on their section of the flood management article.
-Groups of students with mixed abilities can collaborate on their section of the flood management experiment.
-The flood management experiment could be done as a demonstration in front of the whole class if time, ability, or materials are limited. You can use different materials and flood the tub multiple times.